Sensory Integration Therapy in Learning Disabled School Going Children of Age Group 8-11 Years

Abstract

Introduction: Learning Disorders are diagnosed when the individual’s achievement on individually administered, standardised tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Learning Disorders (LD) are complex diseases that affect about 2-10% of the school-age population. Various assessment tools are used to identify learning disability like learning disability evaluation scale (LDES), Children nonverbal learning disabilities scale, learning disability diagnostic inventory (LDDI).

Methodology: A total of 480 forms were distributed in the schools of Dehradun, out of which 162 forms were collected, and based on inclusion and exclusion criteria, 8 subjects were identified to have learning disability. LDDI scale was used to assess learning disability, consisting of six sections (listening, speaking, reading, writing, mathematics and reasoning).

Results: Prevalence was calculated using the point prevalence formula, and the prevalence of learning disability in Dehradun was 4.9%. Data was analyzed using SPSS software 15.0. Paired T test was used and the result showed a significant difference between the total score pre and post reading.

Conclusion: The study concluded that sensory integration positively impacted learning disability, helping to improve the behaviour of learning disabled subjects.